Updated August 8, 2017 “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” ~ John Dewey School of Education Handbook
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Updated August 8, 2017
“If we teach today’s students as we taught
yesterday’s, we rob them of tomorrow.”
~ John Dewey
School of Education
Handbook
2
School of Education Handbook
Table of Contents
SECTION 1 ..................................................................................................................................... 5 Welcome to the School of Education.............................................................................................. 5
Introduction ................................................................................................................................. 6 General Overview of Educator Preparation at Millikin University ............................................ 7
SECTION 2 ................................................................................................................................... 11 Professional Expectations ............................................................................................................. 11
Conceptual Framework of the School of Education ................................................................. 12 Standards of Excellence: ........................................................................................................... 14 Illinois Professional Teaching Standards .................................................................................. 14
Other Standards of Excellence .................................................................................................. 15
LiveText and Embedded Signature Assessments ..................................................................... 16 SECTION 3 ................................................................................................................................... 18 Progression through Teacher Education ....................................................................................... 18
Checkpoints............................................................................................................................... 19 Preparation through Advising ................................................................................................... 20
Courses Teacher Candidates Complete .................................................................................... 21 Educator Candidate Dispositions .............................................................................................. 22 Educator Disposition Policy ..................................................................................................... 24
Fingerprint Background Check Requirement ........................................................................... 25 Health Insurance Information for Candidates ........................................................................... 26
SECTION 4 ................................................................................................................................... 27 Field Experiences .......................................................................................................................... 27
Field Experiences ...................................................................................................................... 28 Immersion or Travel-Abroad Experiences ................................................................................ 30
The Teacher Candidate ............................................................................................................. 31 Positive Character Traits for a Teacher Candidate ................................................................... 32 Millikin’s Goals for Excellence in Field Experiences .............................................................. 33 Field Experiences ...................................................................................................................... 33
Evening Program Field Experiences ......................................................................................... 34 Traditional Program Field Experiences .................................................................................... 36 Co-Teaching – The Model for Teacher Preparation ................................................................. 38 edTPA ....................................................................................................................................... 39 Dress Code ................................................................................................................................ 40
Conduct and Confidentiality ..................................................................................................... 41
Handling Personal Questions ................................................................................................ 41
Physical Contact.................................................................................................................... 41 Confidentiality ...................................................................................................................... 41
Online Personal Information ..................................................................................................... 41 Legal and Ethical Behavior ....................................................................................................... 42 Procedures for Remediation ...................................................................................................... 42
SECTION 5 ................................................................................................................................... 44 Policies and Procedures: Licensure Programs ............................................................................. 44
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Preparation for Licensure .......................................................................................................... 45 Application for Student Teaching Deadlines ............................................................................ 46 Attendance Policy ..................................................................................................................... 47
Illness or Serious Family Emergencies ................................................................................. 47
Extracurricular/Athletic/Arts Absences ................................................................................ 47 Career-Development Absences ............................................................................................. 48 Weather-Related Absences ................................................................................................... 48 Prohibited Absences.............................................................................................................. 48 Absence of Cooperating Teachers ........................................................................................ 48
Policies for Lesson Plans, Observations, Conferences and Reflections ................................... 48 Policy on Working During Student Teaching ........................................................................... 50
Request for Permission to Work During Student Teaching.................................................. 51 Extracurricular Activities for Student Teaching ....................................................................... 52 Procedures for Student Teaching Evaluation ............................................................................ 52
Procedures for Withdrawal From Student Teaching ................................................................ 53
Grading Criteria ........................................................................................................................ 54 Procedure for Formal Candidate Complaints ........................................................................... 56
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Important Telephone Numbers
School of Education .................................................................... (217) 424-6244
Coordinator of Clinical Practice................................................ (217) 420-6682
Assessment Coordinator/LiveText Assistance………………. (217) 420-6689
Licensure Officer ......................................................................... (217) 420-6689
Registrar ...................................................................................... (217) 424-6217
Career Center ............................................................................. (217) 424-6294
Security ........................................................................................ (217) 464-8888
Student Life and Development (SLAD) ................................... (217) 424-6395
Student Health Services ............................................................. (217) 424-6360
Standardized State Tests (www.il.nesinc.com) ........................ 1-800-239-8107
Writing Center ........................................................................... (217) 424-6353
Math Center…………………………………………………….(217) 420-6666
Staley Library .............................................................................. (217) 424-6214
Other Important Numbers (Cooperating Teachers, Supervisors, Faculty)
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SECTION 1
Welcome to the School of
Education
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Introduction
From the time you enter Millikin University’s School of Education as a teacher candidate, you
will work toward the capstone experience of student teaching, which represents one of the last
requirements in your degree. Yet, you may also recognize that this is a gateway to a longer
pathway toward teaching excellence, one that requires lifelong learning and growth. Millikin
teacher candidates strive to involve their students in active learning experiences, to facilitate
learning, to collaborate effectively with others, and to create positive learning environments that
foster a strong sense of community. These are the goals of the teacher education programs at
Millikin University.
As a Millikin teacher candidate, you will be assisted by a very unique and special partnership
between area schools and Millikin University. School administrators and teachers collaborate
with university faculty from the School of Education to support, guide, and teach candidates.
Their mutual goal is to assist you along the path to your teaching license and help you develop
the skills, attitudes, values, and knowledge that comprise excellence in teaching and learning.
This handbook is intended to be used while you’re striving toward the goal of a teaching license.
It will provide a common vocabulary and clarify the goals of your experiences, as well as spell
out procedures that you should follow from the time you enter Millikin until your teaching
license is awarded. Finally, it will identify key people to contact for assistance or for further
information.
Should questions arise, please feel free to contact the School of Education, and you will be
directed to the appropriate contact for your questions or concerns.
School of Education
Shilling 307
Millikin University
1184 W. Main
Decatur, IL 62522
(217) 424-6244
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General Overview of Educator Preparation
at Millikin University
Welcome to the School of Education at Millikin University! The School of Education (SOE) is
comprised of fourteen different educator preparation programs spread across campus -- each one
offering unique opportunities in its particular field, dedicated faculty members, small class sizes,
experiential field-based learning, and the chance to thrive in a close-knit campus community
with a stellar academic reputation. These fourteen programs are unified under our mission
statement to “journey toward excellence in teaching and learning.” We seek to deliver on our
founder, James Millikin’s, promise of an education that would embrace the "practical" side of
learning along with the "literary and classical."
The SOE offers several different routes to teacher licensure in Illinois:
Traditional
Evening Program
Licensure-only Program
Endorsement Programs
Whichever path fits, we will guide you through Illinois state licensure, better job access and
career mobility in the teaching field.
Traditional Program
The traditional program is offered in a daytime format in which a candidate works toward a four-
year baccalaureate degree in his/her chosen field. Most candidates enrolled in our traditional
programs live on campus or commute from local communities. They enroll in courses which
total 13-18 credit hours each semester and complete hundreds of hours of observation and
internships in area schools before their student teaching semester. Over their four-year career
here at Millikin, they prepare thoroughly for a successful career in teaching and develop lifelong
friendships along the way.
Evening Program
Our evening program is the perfect solution for adults seeking a bachelor's degree in an
accessible evening course format. The evening program is designed for adults with work
experience who want to earn a bachelor's degree. The accelerated program requires candidates to
be highly motivated and dedicated. Evening candidates juggle family, work, and school, and the
format is designed to make this possible.
The evening program focuses on one class at a time. Classes are held in the evenings, one night
per week from 6 to 10 p.m. Courses generally last seven weeks, and candidates should expect
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10-20 hours per week of homework assignments outside of the classroom. Candidates then
move directly into the next course. Candidates are grouped together in cohorts, and two of the
greatest attributes of the program are the sense of camaraderie and the true friendships that
develop among the cohort. The evening program is offered on the Millikin campus and, also, on
the campus of Parkland College in Champaign.
The evening format generally requires a five to six-semester program with the first four or five
semesters used to complete the Education major courses and the fifth or sixth semester reserved
for student teaching. However, many candidates must complete additional coursework to fulfill
the degree requirements or the content area requirements separate from Education classes. This
may necessitate adding semesters to their program prior to the five semesters completed in the
Education major. Candidates may choose to enroll in courses in the evening format to fulfill any
of these requirements, and an academic advisor will work with them to create a plan of study.
In addition to program coursework, candidates will complete several hundred hours of
internships that will allow them to apply what they are learning to actual classroom settings.
While all courses will be in the evening, candidates will need to be available during the day
when area schools are in session to complete the internship hours, as well as during the student
teaching experience in their final semester.
Endorsements
Candidates completing licensure in Early Childhood Education earn a Special Education Letter
of Approval and English as a Second Language or Bilingual Endorsement. Recipients of the
Special Education Letter of Approval will be able to facilitate the learning of children with
diverse abilities in pre-kindergarten through second grade classrooms, as well as self-contained
classrooms for pre-kindergarten. They also take course work leading to a Developmental
Therapist Credential from the Department of Social Services. Upon completion of their plan of
study, candidates will have completed the course work needed for the credential as well as some
of the field hours. However, the credential requires subsequent fieldwork with a practicing
Developmental Therapist after graduation.
Candidates in the Elementary program will choose to be enrolled in the English as a Second
Language (ESL) or Bilingual Endorsement (if they speak more than one language) program or
the Learning Behavior Specialist 1 (LBS1) Endorsement program which will be added to their
teaching licenses.
The ESL and Bilingual Endorsement programs include six courses (18 credits) throughout the
plan of study and include internship experiences. Recipients of on ESL or Bilingual endorsement
will be able to facilitate the learning of English to children in Pre-K through Grade 12. Those
candidates who earn a Bilingual endorsement will be required to take the Foreign Language
Content Area test in their target language as mandated by the Illinois State Board of Education.
The LBS1 Endorsement program includes six courses (18 credits) throughout the plan of study,
internship experiences and successful completion of the LBS1 Content Test (Test 155).
Recipients of the LBS1 Endorsement will be better prepared to teach students with special needs
in their general education or special education classrooms.
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Licensure-only Programs
Adults who have already earned a bachelor’s degree and are looking to change careers to
teaching can earn Educator Licensure through the traditional or evening program. These teacher
licensure-only programs are available for individuals with appropriate baccalaureate degrees.
These candidates seek to fulfill requirements to earn a teaching license only. Millikin University
currently offers licensure-only programs for post-Baccaluarate candidates in:
Early Childhood Education
Elementary Education
Secondary Education
o English Languages Arts
o Social Science: History
o Mathematics
o Biology
o Chemistry
o Foreign Language: Spanish
K-12 Physical Education
K-12 Visual Art Education
School Nurse
Full transcripts of all coursework leading up to the bachelor’s degree must be reviewed by the
appropriate content major department. A department representative or chairperson makes the
determination about additional content coursework that is needed prior to beginning the
education coursework and internships.
Candidates may enroll in Education coursework in the evening or traditional format – or a hybrid
of both – to complete education requirements. The Test of Academic Proficiency (TAP), the
SAT, or the ACT PLUS WRITING test must be passed successfully before a candidate begins
the licensure program. The TAP must be a minimum score of 240 on each of the four sub-areas,
scored independently, not compositely. The SAT must be passed with a composite score of 1110
(evidence-based reading and writing plus mathematics equaling a score of 1110 or higher AND a
minimum score of 26 on writing and language). The ACT PLUS Writing must be passed with a
minimum composite score of 22 or higher with the writing portion scored with a minimum of 6.
The duration of a licensure-only program varies depending on the type of licensure desired and
the number of content courses needed. Student teaching is always 14 weeks in length. Upon
successful completion of the requirements, candidates are entitled to receive a teaching license.
No Millikin degree is conferred.
A registered nurse (RN) with a bachelor’s degree from a recognized college or university may
gain the State of Illinois license to serve in the elementary and secondary schools as a school
nurse. Millikin University has one of only four approved programs for School Nursing in the
State of Illinois. The program is designed to assist nurses to understand schools, school
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employees, and school children and to provide a coordinated school health program in the K-12
schools of Illinois.
Whichever path fits, we will guide you through Illinois state licensure, better job access and
career mobility in the teaching field.
*All requirements are subject to change at any time by the Illinois State Board of
Education rule or legislation.
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SECTION 2
Professional Expectations
12
Conceptual Framework of the School of Education
Philosophy and Key Beliefs of the School of Education
State and national standards provide a good foundation. Yet, each teacher candidate, professor,
cooperating teacher, and university supervisor will also have a set of expectations for the teacher
candidate's performance that will go above and beyond the more formally stated standards. To
become a truly excellent teacher and learner is to have a unique set of standards. Each field
experience should promote both reflection and dialogue about each team member's definition of
excellence in teaching. During field placements, teacher candidates’ ideas about teaching and
learning, as well as their standards of excellence as teachers and as learners, will undergo many
transformations.
Philosophy
Mission: To prepare beginning teachers whose knowledge, skills, and dispositions promote a
lifetime commitment to excellence in teaching and learning.
Vision: When we prepare educators who are journeying toward excellence, those future
educators will direct their own students toward excellence, thus continuing a cycle of learning
and teaching.
The Educator Preparation Program at Millikin is committed to preparing candidates for lifelong
careers as professional educators. We are guided by the following beliefs as we prepare our
candidates for their professional success.
1. The professional educator engages in active learning.
a. The teacher-learner constructs knowledge of the central concepts, methods of inquiry,
and structures of the discipline(s) by connecting professional, liberal education and
life experiences and by connecting theory and practice. From a passion for the
knowledge gained, s/he creates learning experiences that engage all students and
make the content meaningful to them. [InTASC #4, InTASC #5]
b. The teacher-learner values reflection, continually evaluates how choices and actions
affect students, parents, and other professionals in the learning community and
actively seeks opportunities to grow professionally. [InTASC #9]
2. The professional educator creates communities of learning.
a. The teacher-learner understands how individuals grow, develop, and learn and
provides learning opportunities that support – with care and empathy – the
intellectual, social, emotional, and physical development of all students. [InTASC #1]
b. The teacher-learner understands how individuals differ in their approaches to learning
and creates learning environments that value and appreciate human diversity, show
respect for students’ varied talents and perspectives and that are fair and equitable to
all students. [InTASC #2]
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c. The teacher-learner draws on an understanding of individual and group motivation to
create effective learning environments that encourage self-discipline, respect for self
and others, and responsible problem solving. [InTASC #3]
d. The teacher-learner fosters critical thinking, active inquiry, collaboration, and
supportive interaction in the classroom through effective written, verbal, nonverbal
and visual communication techniques. [InTASC #3]
3. The professional educator facilitates learning for others.
a. The teacher-learner understands instructional planning and designs instruction, based
on research, that integrates content, pedagogy, and the needs of students. [InTASC
#7]
b. The teacher-learner understands and uses a variety of instructional strategies that
results in active, relevant learning and encourages students’ development as creative,
effective lifelong learners. [InTASC #8]
c. The teacher-learner understands various formal and informal assessment strategies
and uses them to encourage authentic learning and continuous development for all
students. [InTASC #6]
4. The professional educator collaborates with others.
a. The teacher-learner understands the role of the community in education; develops and
maintains collaborative relationships with colleagues, parents/guardians, and the
community; and advocates for student learning and well-being. [InTASC #10]
b. The teacher-learner understands education as a profession, maintains standards of
professional conduct, provides leadership to improve student learning and well-being
and shape social change, and demonstrates a willingness to give and receive help.
[InTASC #9]
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Standards of Excellence:
Illinois Professional Teaching Standards Teacher candidates must be aware of the standards of excellence that have been established by
the State of Illinois and national organizations within the content area. From the beginning of
their academic careers, teacher candidates will make progress toward meeting and exceeding the
following Illinois Professional Teaching Standards (IPTS). See the following URL for an
expanded version of the standards: https://www.isbe.net/Documents/IL_prof_teaching-stds.pdf.
Modifications reflect Millikin’s mission and the Education unit’s conceptual framework. The
indicators are taken directly from IPTS.
Illinois Professional Teaching Standards
STANDARD 1 – Teaching Diverse Students
The Millikin teacher candidate understands the diverse characteristics and abilities of each
student and how individuals develop and learn within the context of their social, economic,
cultural, linguistic, and academic experiences. The teacher candidate uses these experiences to
create instructional opportunities that maximize student learning and growth.
STANDARD 2 – Content Area and Pedagogical Knowledge
The competent Millikin teacher candidate has in-depth understanding of their content area
knowledge which includes central concepts, methods of inquiry, structures of the disciplines,
and content area literacy. The teacher candidate creates meaningful learning experiences for
each P-12 learner based upon interactions among content area and pedagogical knowledge,
and evidence-based practice.
STANDARD 3 – Planning for Differentiated Instruction
The competent Millikin teacher candidate plans and designs instruction based on content area
knowledge, diverse student characteristics, student performance data, curriculum goals, and
the context of the community. The teacher candidate plans for ongoing P-12 learner growth
and achievement.
STANDARD 4 – Learning Environment
The competent Millikin teacher candidate structures a safe, healthy, inclusive learning
environment that facilitates cultural and linguistic responsiveness, emotional well-being, self-
efficacy, positive social interaction, mutual respect, active engagement, academic risk-taking,
self-motivation, and personal goal-setting.
STANDARD 5 – Instructional Delivery
The competent Millikin teacher candidate differentiates instruction for each learner by using a
variety of strategies that support critical and creative thinking, problem-solving, and
continuous growth and learning. Millikin teacher candidates understand that the classroom is a
dynamic environment requiring ongoing modification of instruction to enhance learning for
each P-12 learner.
STANDARD 6 – Reading, Writing, and Oral Communication
The competent Millikin teacher candidate has foundational knowledge of reading, writing, and
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oral communication within the liberal arts and science as well as the content area. Millikin
teacher candidates recognize and address varying needs in reading, writing, and oral
communication in order to facilitate the acquisition of content knowledge for P-12 learners.
STANDARD 7 - Assessment
The competent Millikin teacher candidate understands and uses appropriate and authentic
formative and summative assessments for determining learner needs, monitoring progress,
measuring growth, and evaluating learner outcomes. The Millikin teacher candidate makes
informed decisions driven by data about curricular and instructional effectiveness and adjusts
practices to meet the needs of each P-12 learner.
STANDARD 8 – Collaborative Relationships The competent Millikin teacher candidate builds and maintains collaborative relationships to
foster cognitive, linguistic, physical, social and emotional development of P-12 learners.
Millikin teacher candidates are capable of working as integral team members with a variety of
professional colleagues, students, parents or guardians, community members, resource
agencies, and caregivers.
STANDARD 9 – Professionalism, Leadership, and Advocacy
The competent Millikin teacher candidate is an ethical and reflective practitioner who exhibits
professionalism; provides positive leadership in the learning community; and advocates for all
P-12 learners, parents or guardians, and the teaching profession.
Other Standards of Excellence
National Content Area Standards: National standards are set by national associations in
various content areas. For example, the National Council for Teachers of English has standards
that have been established for English teachers. The National Council for Teachers of
Mathematics establishes standards for teachers of mathematics. To obtain these standards, go to
the home page of the national organization.
Common Core Standards: Millikin University's teacher candidates will work to meet common
core standards. The Illinois State Board of Education (ISBE) has adopted common core
standards. (See https://www.isbe.net/Pages/Search-
Results.aspx#k=Common%20core%20standards.) These standards are specific to the major field
in which the teacher candidate is working.
Illinois Learning Standards: Millikin University’s teacher candidates will meet the Illinois
Learning Standards not addressed in Common Core Standards.
State and national standards are important for teachers and students! Education is standards-
based, and future teachers must document their progress toward all standards in order to
become professionally licensed.
Illinois Professional Teaching Standards: In addition to the standards for teachers, Illinois
also has Illinois Professional Teaching Standards (IPTS) for students in the schools. Teacher
candidates and their cooperating teachers will work to assist their students to fulfill the IPTS. It
will be helpful for the cooperating teacher to assist the teacher candidate to understand how s/he
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uses the IPTS in his/her teaching. They can be found at:
https://www.isbe.net/Documents/IL_prof_teaching_stds.pdf.
LiveText and Embedded Signature Assessments
Each Education candidate will purchase Livetext, a database management and electronic
portfolio tool, at the beginning of the program. LiveText manages each candidate’s submission
of the required nine Embedded Signature Assessments (ESAs) and the six to eight Program
Assessments (PAs) within each licensure program.
The ESAs and PAs are significant assignments embedded in various courses throughout the
teacher education programs. Each candidate is responsible for creating and submitting the
assignments into LiveText as s/he journeys through the program. See the chart below for the
current list of ESAs and the correlating courses in which they are embedded.
When candidates enroll in ED120, Introduction to American Education, or ED170, Education
Internship (PACE and transfer students), an assessment fee for the cost of the software will be
attached to the tuition bill.
EMBEDDED SIGNATURE ASSESSMENTS TO COURSE CORRELATION TITLE Course(s)
ESA: Context of Learning ED170 Introduction to Education (Early Childhood, Elementary Education, Secondary, Art and Physical Education
ME251 Introduction to Music Education
ESA: Child Case Study ED200 Human Development (Elementary Education)
ED201 Human Development (Secondary Education and K-12 Specialists)
ED232 Human Development (Early Childhood)
ESA: Differentiating Instruction for Students with Learning Disabilities
ED216 Instructional Strategies for Individuals with Learning Disabilities in K-12 Classroom (All students)
ESA: Classroom Management & Guidance Plan ED310 Creating Communities of Learners (All students)
ESA: Philosophy of Teaching & Learning ED310 Creating Communities of Learners (All students)
ESA: Cycle of Effective Teaching ED312 Math Methods (Elementary Education)
ED321 General Secondary Methods and Assessment (Secondary, Art, and Physical Education)
ED332 Language Arts and Social Studies Methods
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(Early Childhood)
ME341 Principles and Methods of Elementary Music Education (Music Education)
ESA: Plan for Comprehensive Literacy EN302 Teaching Literacy in the Content Area (Secondary Education and K-12 Specialists)
ED305 Literacy III: Teaching Methods in Reading (Elementary Education)
ED435 Reading Methods in Early Childhood (Early Childhood)
ESA: The Teaching Portfolio ED420 Multidisciplinary Instructional Design & Assessment (Elementary Education, Early Childhood, Secondary, and K-12)
ESA: Self-Evaluation of Final Internship ED488 Education Senior Seminar (Early Childhood, Elementary, Secondary, Art, and Physical Education)
ME488 Instrumental and Vocal Education Senior Seminar (Music Education students)
ED 473 Developmental Therapy Internship
ED 490 Instructional Development Capstone
All of the above Embedded Signature Assessments must be completed, submitted, and assessed in Live Text in order to become licensed in the State of Illinois.
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SECTION 3
Progression through Teacher
Education
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Checkpoints
As all candidates travel through the teacher education programs, a series of quality control
checkpoints monitor the progress in their journeys. These checkpoints are designed to ensure they
are moving toward excellence in teaching and learning. Checkpoint 1: Admission to Teacher Education
Completion of 24 credits (12 for transfer candidates) with a minimum 2.7/4.00 cumulative grade
point average (GPA)
Passing all four sections of Test for Academic Proficiency (TAP), passing the ACT PLUS
WRITING test with a composite score of 22 or better (6 or better in Writing section) or passing
the SAT with a score of 1110 (Evidence-based reading and writing plus mathematics equaling
a score of 1110 or higher AND a minimum score of 26 on writing and language) Test of Basic Skills (TAP, ACT or SAT) on record at the Illinois State Board of Education
Completion of IN150 & IN151(Critical Reading, Research and Writing I and II) with a minimum
grade of C
Successful completion of ED 170 or ME251 with a minimum grade of C
Successful Criminal Background Check
Departmental recommendation based on dispositions
Vote of the Committee on Teacher Education Programs
ALL CANDIDATES MUST EARN A MINIMUM GRADE OF C IN ALL IDENTIFIED
CONTENT MAJOR COURSES AS WELL AS EDUCATION COURSES.
Checkpoint 2: Admission to Student Teaching
2.7 cumulative GPA
2.7 professional education GPA
2.7 cumulative GPA in major field coursework (Exceptions: Math – 2.5, Chemistry – 2.0, School
Nurse – 2.5)
Admission to the School of Education
Two math courses above MA098 (ECE/ELED only)
Successful completion of a minimum of 100 hours of field experiences, including a multicultural
school experience
Passing the Content Area Illinois Teacher Licensure Test/s
Professional dispositions appropriate to successful classroom teaching Checkpoint 3: Graduation Requirements
Successful completion of the teacher education program, including student teaching
Completion of Senior Seminar
Completion of any other unfinished coursework
Successful completion of all Embedded Signature Assessments (ESAs)
Professional dispositions appropriate to successful classroom teaching Checkpoint 4: Teacher Licensure
Completion of entitlement procedures (submit state forms to the Licensure Officer, who then
verifies that requirements are fulfilled for the Illinois State Teacher Licensure Board)
Completion of student teaching with a minimum grade of B-
Passing the edTPA required for Initial Teacher Licensure (not required for graduation)
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Checkpoints Continue Throughout a Teacher’s Professional Life!
Teacher candidates must recognize that fulfilling the standards of each checkpoint in teacher
education is the beginning of their journeys toward excellence in teaching and learning.
Candidates in teacher education programs are monitored to verify that they are maintaining the
standards. If a candidate’s grade point average falls below the standards that are required, s/he
will not be allowed to continue in the teacher education program until s/he restores his/her GPA.
If a candidate demonstrates significant dispositional issues, s/he can be disenrolled from the
teacher education program until the issues have been addressed and resolved.
Once professionally licensed, teachers in Illinois and many other states must meet checkpoints
for updating their licenses every five years. The teacher education programs at Millikin
University seek to promote a lifelong desire for excellence in fulfilling each standard for
effective teaching.
Preparation through Advising
Advising Mission Statement
Whereas a Millikin education is the preparation for professional success, democratic citizenship,
and a personal life of meaning and value, advising is central to delivering the education mission
of Millikin University. Advising is both:
a collaborative system shared by students, faculty, administration and staff attuned to
departmental needs for professional development and
an ongoing process of exploration, discovery, reflection and growth.
As such, advising adds to a Millikin education by facilitating and integrating reasoned choices
that promote the candidate’s personal professional growth within multiple global communities.
Academic Advising and Counseling
Each Millikin candidate is assigned to a faculty advisor for assistance in developing a plan of
study and for continued advice and counsel throughout his/her years at Millikin. The candidate
and advisor will work collaboratively to develop the student's plan of study which will be
reviewed and revised throughout the candidate's undergraduate years. This advising is an integral
and continuous part of the educational process.
The Director of the School of Education assigns advisors as each candidate comes into the
program. New candidates participate in special advising sessions at an orientation and
registration program prior to enrollment. Candidates confer with their advisors prior to
registration, and changes in registration can be made with the advisor's consent. Candidates can
access their grades online via a personal secure account on MU Online. Each faculty member
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maintains regular office hours for student conferences, but the candidate may also request to
schedule appointments outside those hours.
Additional assistance is provided for any candidate who receives a deficiency notification during
a semester or who falls below a 2.0 grade point average at the end of each term. This is a
supplementary program, which may be either individual or group-oriented. Assistance may be
given through the candidate's advisor and the Office of Student Life and Academic
Development, as well as individual faculty members.
The advisor-candidate relationship aims at cooperation. Mutual confidence, respect and
understanding between the advisor and candidate are necessary to achieve the best results.
The Millikin Bulletin states: “It is important to note….students are ultimately responsible for
knowing University, College/School and Departmental Graduation requirements for their
degrees.
While the University is committed to advising, it is the responsibility of the student to seek out
the advisor in a timely fashion, provide information on personal and academic issues relevant to
the student-advisor interaction and to be familiar with appropriate sections of the University
catalog, including but not limited to the requirements for graduation.”
Courses Teacher Candidates Complete
Teacher candidates complete coursework in their disciplines, as well as in education. Regardless
of their teaching field/s, teacher candidates must complete the following:
a required general education core (Millikin Program for Student Learning);
additional general education course requirements recommended by the State of
Illinois;
core professional education classes;
methods classes in their major field/s; and
courses in their major field/s (32 credits) and, for some, courses in a second field (24
credits).
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Educator Candidate Dispositions (Aligned with Illinois State Board of Education Code of Ethics)
Dispositional Development:
Responsibility to Students: The intern …
Contributes to learning environment through respect and equal opportunity.
Maintains and models professional relationship with students at all times.
Meets expectations for promptness and attendance; meets obligations and
deadlines.
Provides curriculum based on high expectations for each student that addresses
individual differences.
Demonstrates thought and care in delivering instructional strategies in the
classroom.
Encourages/develops in each student attributes necessary to be a contributing
member of society.
Responsibility to Self: The intern ...
Assumes responsibility and accountability for his/her performance.
Strives to demonstrate proficiency and currency in knowledge and practice.
Develops and implements personal and professional goals.
Meets challenges in a positive manner.
Is open and honest with colleagues and superiors.
Demonstrates a high level of professional judgment.
Addresses personal issues in a professional manner.
Responsibility to Colleagues and the Profession: The intern …
Collaborates with colleagues in the local school and district to meet local and state
educational standards.
Accepts and uses constructive criticism.
Contributes to a respectful, professional and supportive school climate
characterized by professional integrity.
Demonstrates awareness of institutional social conventions and expectations.
Demonstrates ethical and honest behavior.
Responsibility to Parents, Families, and Communities: The intern …
Demonstrates an understanding of and respects the values, opinions, and traditions
of a diverse community.
Demonstrates sensitivity to individual differences.
Encourages and advocates for fair and equal educational opportunities for each
student.
Develops and maintains professional relationships with parents, families, and
communities.
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Complies with state and federal codes, laws and regulations.
Indicators of Excellence in Teaching and Learning
The intern became actively engaged in learning. The intern …
Used standards, known student needs, goals, and/or recorded student data to plan
engaging, short and/or long-term instruction.
Identified and used various instructional strategies, materials or class activities that
support creative thinking, problem-solving, and/or various kinds of learning.
Helped students make connections between texts, subject areas, world, prior
knowledge/experiences, and if necessary, adjusted instruction or plans based on
student responses.
Showed understanding of the subject matter that was being taught, asked for more
information or clarification when it was needed.
Incorporated and modeled appropriate technology and digital tools/resources
within instruction and assessments to maximize student learning.
The intern recognizes the need to build a community of learners. The intern …
Respected individual differences, showed empathy and concern for the learners.
Developed an understanding that family, language and values influence student
learning.
Used learner data to guide cooperative and productive group learning, include
project learning and/or employ co-teaching strategies.
Modeled effective communications to accurately convey ideas and information
and to answer child inquiry.
Modified the learning environment and implemented behavior management
strategies to accommodate diverse student needs, monitor student behaviors,
and/or support positive behavior.
Communicated positive expectations and provided constructive feedback to
students.
Within the time provided, established rapport with students/children that promoted
and encouraged positive classroom interaction.
The intern facilitates learning. The intern …
Carried out instructional plans, followed directions, and introduced new learning
activities.
Understood the reading process, writing process, language development and oral
communication and integrated these components effectively when designing and
selecting instruction and assessments to increase content learning.
Monitored learning progress and adjusted strategies in response to learner
behavior and needs.
Became aware of language differences in children, modeled appropriate language
use, and adapted instruction and tasks to support different children’s needs.
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Conducted developmentally appropriate assessments to monitor and record student
performance and assess student progress.
Appropriately analyzed and interpreted assessment data to relay to families and
other professionals and to students to establish self-made learner goals.
The intern collaborates effectively. The intern …
Worked with teacher and other colleagues to achieve student success, including
participation in individualized plans for English language learners or students
with special needs.
Was professionally accountable, punctual, on task, handled materials with care,
respected co-workers, used conflict resolution skills, had positive expectations.
Followed school/agency policy and codes of professional conduct; recognized the
importance of privacy, confidentiality and appropriate behavior for children.
Educator Disposition Policy
In order to ensure that all educator candidates meet the expectations for educators in today’s
professional field, the School of Education (SOE) has developed a Disposition Assessment
process. This process provides opportunities for future educators to evaluate themselves in
relation to identified desired teacher dispositions (based on the Illinois State Board of Education
Code of Ethics) and for faculty to provide systematic feedback on each candidate’s growth and
development. The policy is as follows:
The Candidate Disposition Assessment Form (CDAF) is used by candidates and evaluators
(instructors, cooperating teachers, university supervisors, etc.) to provide formative and
summative assessment on candidates’ professional, affective, and interpersonal development.
This assessment is included on each internship evaluation under the dispositional development
section.
The Candidate Disposition Deficiency Form (CDDF) is used to identify candidates who have
dispositions that are of significant concern and need to be addressed in order to gain or retain
admission in the School of Education. Dispositional deficiencies are submitted through MU
Online utilizing the Academic Alert system.
Formative assessment can be completed through the use of the CDAF, in any course or
experience that pertains to teacher education, in order to identify, analyze, and evaluate
dispositions in relation to a career in teaching.
Summative assessment will be conducted using two methods:
Instructing the candidate to reflect upon his or her professional, affective, and interpersonal
development. This is accomplished in ED120/170, Introduction to American Education,
and ED170, Education Internship.
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Formally submitting a dispositional deficiency within the Academic Alert system for any
candidate that displays dispositions of significant concern. This form can be submitted by
any instructor, supervisor, cooperating teacher or staff member who interacts with a
candidate. The Director of the School of Education, as well as the academic advisor,
receives this portion of the disposition assessment through the MU Online academic alert
system or paper copy.
Note: Once a candidate receives two CDDFs (from separate individuals), s/he MUST meet
with the Director of the School of Education to discuss his/her dispositional development
and to consider options for remediation. A remediation plan will be developed that allows
the candidate to address the disposition(s) for which s/he was referred. A deadline will be
set for the completion of the plan; failure to complete the plan by the identified deadline
could result in the candidate’s disenrollment from the School of Education. Should this
result, the candidate must reapply for, and gain approval for, admission in order to
continue in teacher education at Millikin University. The issue will be decided by the
Committee on Teacher Education Programs (CTEP).
A copy of the remediation plan will be stored electronically and/or placed in the candidate’s hard
copy file. Additional copies of the plan will be sent to the candidate’s academic advisor.
Should additional CDDFs be submitted on a candidate beyond the initial two forms, the
candidate MUST immediately schedule a meeting with the Director of the School of Education
to discuss his/her continuation in teacher education. Failure to meet with the Director will result
in disenrollment from the School of Education.
Fingerprint Background Check Requirement In order to maintain compliance with Illinois School Code (ILCS 5/2-3.25o, 5/10-21.9 and 5/34-
18/5) and its philosophical intention, to ensure that we are cooperating with our partner school
districts along with their regulations, and to assist candidates with the expectations of the State of
Illinois for licensure requirements, the School of Education has adopted the following policies
for background checks. Millikin will not accept proof of a background check or
fingerprinting from another institution or place of employment.
Prior to the very first internship, candidates will be required to complete a one-time background
check. Millikin has contracted with Bushue Background Screening. Bushue requires a
candidate’s social security number, name, date of birth and address. All results are confidential.
If the background check indicates concerns or issues, the Director of the School of Education or
the Coordinator of Clinical Practice will contact the candidate for an interview. The cost of this
initial background check is $30 and must be paid by the candidate. The background check must
be completed and cleared before any internship begins – typically in the fall of the student’s
freshman year. In Illinois, a felony conviction may prohibit a candidate from earning teacher
licensure. Preceding the student teaching semester, the State of Illinois requires teacher
candidates to complete a FBI fingerprint-based background check. Illinois law prevents Millikin
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University from receiving and/or housing these results. This check must be completed with the
school district assigned for student teaching. According to the law, the responsibility of this cost
(approximately $75) is the responsibility of the candidate. Candidates have the right to request a
copy of the results of the FBI background check from the school district. School districts are
not allowed to share this information with other school districts, employers or Millikin
University.
In more and more instances, school districts require a background check (possibly FBI
fingerprint-based) to be completed within a year of the internship. In those cases, the teacher
candidate must have another background check completed.
Health Insurance Information for Candidates
The SOE strongly urges all candidates to obtain individual health insurance. Each candidate is
fully responsible for his/her own health care costs. Candidates can find information regarding
health insurance availability through the Health Clinic or the Office of Student Development.
The State of Illinois requires full-time teacher candidates to have a physical completed within 90
days of beginning their student teaching assignment. School districts may require proof of this
physical before beginning student teaching. A school district maintains the right to have proof of
up-to-date immunizations. A TB test may be required if the building includes pre-school
children.
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SECTION 4
Field Experiences
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Field Experiences
Millikin University’s goals for field experiences are listed below. The clinical experience team
includes:
Director of the School of Education/Director of the School of Music
Coordinator of Clinical Practice
University supervisors
Administrators (Principals/Human Resource professionals) in local schools
Cooperating Teachers
Teacher Candidates
Faculty/Professors
Field experiences play a major role in the educator’s development. Millikin offers a co-teaching,
field-based program. The School of Education uses the co-teaching model for all of our teacher
candidates during their student teaching experience and many of the preceding internships. This
model benefits the educator candidate and the cooperating teacher, as well as the students in the
classroom.
All educator candidates will meet or exceed the State of Illinois requirement that pre-service
teachers spend at least 100 hours in clinical experiences prior to beginning student teaching.
Millikin's program is unique in that candidates are involved in field experiences during each of
their four academic years if they are a traditional candidate or, if an evening program candidate,
in each semester of enrollment. Many of the Education classes require candidates to observe and
assist in the field. We believe that internships help candidates to:
build links between their own learning and what is expected of them in professional
settings;
find out early in their college experience what being an educator fully entails;
develop sensitivity to differences among children and adolescents--differences in the
way they learn; differences in the way ages behave; differences in cultures;
differences in levels of motivation, etc.;
experience actual teaching duties prior to the final practicum. Faculty members
require candidates to teach short lessons, assess papers, perform routine tasks, and
work with small groups or tutor individuals;
learn about a variety of learning environments over the time they are enrolled at
Millikin.
All candidates complete introductory and advanced courses, with corresponding internship
hours, in their chosen programs.
The children, adolescents and families in our clinical sites represent the diversity of our
demographic service area, including ethnicity, socioeconomic status, physical, cognitive, and
behavioral exceptionalities. Increasingly, our area is becoming linguistically diverse as well. As
articulated, the School of Education proactively prepares candidates for this rich, diverse context
through content, experiences, and assessments. Each educator candidate is required to complete
at least one internship in a diverse setting prior to the final practicum.
The Coordinator of Clinical Practice maintains a database documenting all placements of all
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candidates. A minimum of 100 internship hours is required prior to the final practicum, but most
programs require many more hours. Each candidate is required to complete field experiences
across their certification area. Each candidate is responsible for keeping records of their field
experience evaluation forms and the hours accumulated. Creating varied experiences is the goal
of the School of Education.
Courses with their corresponding internship hours are described in the table below.
Field Experiences and Clinical Practice by Program
Program
Field Experiences
Clinical Practice
(Student Teaching or
Internship)
Total
Number of
Hours
Early Childhood
Education (Traditional)
ED 170, Internship I for 40 hours,
Sophomore Block (Birth to 2) for 96
hours, Junior Block (Preschool) for 144
hours, and 60 hours in the Primary
classroom in which they will student
teach; total 340 hours
One 14-week block,
full-time student
teaching in a K-2
primary classroom;
total 490 hours
830 hours
Elementary Education
(Traditional)
ED 170, Internship I 40 hours,
Sophomore Block (Grades 1-6) for 98
hours, Junior Block (Grades 1-6) for 196
hours, and 60 hours in the 1st-6th
classroom in which they will student
teach; total 351 hours; one internship
must be in primary and one at the
intermediate level; total 394 hours
One 14-week block,
full-time student
teaching in a 1-6
classroom; total 490
hours
884 hours
Secondary 9-12 Licenses
(English, Social Studies,
Math, Chemistry and
Biology) (traditional)
ED 170, Internship I for 40 hours,
Secondary Block for 32 hours, and 60
hours in the classroom in which they will
student teach; total 135 – 155 hours
One 14 week block,
full-time student
teaching; total 490
hours
625 - 645
hours
K-12 Licenses (Art,
foreign language and
Physical Education)
ED 170, Internship I 40 hours, Secondary
Block for 32 hours, and 60 hours in the
classroom in which they will student
teach; total 135 – 155 hours
One 14-week block,
full-time student
teaching; total 490
hours
625 - 645
hours
K-12 License (Music –
Instrumental and Vocal)
ME251 Introduction to Music Education
for 10 hours (Instrumental and Vocal),
ME341 Elementary Methods for 10
hours (Instrumental and Vocal), ME351
Middle School Methods for 10 hours
(Vocal), ED310 Creating Communities
of Learners for 20 hours (Instrumental
and Vocal), ME450 Principles and
Techniques of Instruments for 20 hours
(Instrumental), ME460/461 Practicum for
20 hours (Instrumental and Vocal), Pre-
student teaching for 20 hours
(Instrumental and Vocal), ED420
One 14-week block,
full-time student
teaching; total 490
hours
581 - 611
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Instruction Analysis, Design, &
Assessment in Pre-Student Teaching for
20 hours; total 91-121 hours
hours
Early Childhood
Education (PACE)
Level 1 Internship for 40 hours, Level 2
Internship for 40 hours and Level 3
Internship for 60 hours, hours are
completed in areas of Birth to 2, Pre-
School, and Primary Classroom; total
140 hours
One 14-week block,
full-time student
teaching; total 490
hours
630 hours
Elementary Education
(PACE)
Level 1 Internship for 40 hours, Level 2
Internship for 40 hours, and Level 3
Internship for 60 hours, hours are
completed in areas of Primary and
Intermediate; total 140 hours
One 14-week block,
full-time student
teaching; total 490
hours
630 hours
English as a Second
Language (ESL)/Bilingual
Endorsement (available to
all majors)
Internship hours embedded throughout
all six courses required for endorsement;
total 100 hours *ECE candidates are required to complete
these internship hours.
*El ED candidates choose this endorsement
or the LBS1 endorsement.
100 hours
Learning Behavior
Specialist 1 (LBS1)
Endorsement (available to
all majors)
Internship hours embedded throughout
all six courses required for endorsement;
total 100 hours
100 hours
Instructional Development ED 170 Variable field experiences for 40
hours, Sophomore Block (Birth to 2) for
96 hours, Junior Block (Preschool) for
144 hours; total 160 hours
One 16-week
internship
160 hours
Developmental Therapy ED 170 Variable field experiences for 40
hours, Sophomore Block (Birth to 2) for
96 hours, Junior Block (Preschool) for
144 hours; total 160 hours
One 16-week
internship, 40-360
hours variable
320 - 640
hours
variable
Immersion or Travel-Abroad Experiences
Millikin offers an exciting variety of short-term immersion experiences or full-semester travel-
abroad experiences for teacher education candidates:
Short-Term International Immersions:
1. ChangChun, China
2. Dominican Republic
3. Lleida, Spain
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Semester-Long International Study-Abroad Programs:
1. University de Lleida in Lleida, Spain
2. University of Murcia in Murcia, Spain
3. University of Pacifica in Santiago, Chile
The following locations are available for final practicums including student teaching placements:
a 30 mile radius of Decatur (both public and accredited parochial/private), a 30-mile radius of
Parkland College in Champaign, a 30-mile radius of Lincoln Land Community College in
Springfield or Chicago (through the Chicago Center for Urban Life and Culture or through the
School of Music).
Post student teaching internships are available at:
1. ChangChun, China (through Northeast Normal University)
2. University de Lleida in Lleida, Spain
3. University of Murcia in Murcia, Spain
4. University of Pacifica in Santiago, Chile
The Teacher Candidate
Once a student is admitted to the School of Education, the role of the Millikin University teacher
candidate is to transition from a pre-professional student to a professional teacher. In a
supportive environment, the teacher candidate will assume the responsibilities of teaching and
try out his/her own ideas within the structure provided by the cooperating teacher.
The teacher candidate must meet the student learner outcomes to fulfill, at a rudimentary level,
the Illinois Professional Teaching Standards (IPTS). As the teacher candidate plans for
instruction, s/he must illustrate that s/he is indeed journeying toward professional teaching and
striving for high standards of teaching and learning.
With the support of the cooperating teacher and faculty, the teacher candidate must meet the
following goals derived from the Millikin Teaching Standards (MTS).
Become a part of a teaching and learning community.
Learn to create an environment that promotes positive interaction between students and
teachers, involves students in learning, and motivates students to strive for excellence in their
own learning.
Use effective verbal, nonverbal, and visual communication techniques in all professional
interactions.
Plan and design discipline-appropriate, developmentally-relevant lessons that meet
curriculum requirements.
Assume responsibility for instruction, including planning and evaluation.
Demonstrate knowledge of content and an awareness of developmental levels of the learners
and the needs of diverse learners when planning and delivering instruction in daily lessons.
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Become involved in the school community through participation in parent-teacher
conferences, extracurricular activities, faculty meetings, and committee work; recognize that
education continues beyond the classroom and that collaborative efforts are required to
promote student learning and growth.
Maintain an ongoing dialogue with the cooperating teacher, fellow teacher candidates, and
the university supervisor to develop understanding of the professional roles of teachers and to
develop habits of personal reflection about student learning and one’s progress.
Evaluate one’s progress and document the teaching experiences.
Positive Character Traits for a Teacher Candidate
1. Keep student information confidential.
2. Maintain the dignity necessary to gain the respect of students. Conduct yourself in a
professional manner.
3. Value each student; show enthusiasm for each area of the curriculum.
4. Be understanding and courteous toward all students.
5. Become an active participant in the community in which you teach.
6. Disciplinary measures used by the teacher candidate should conform to the policies and
instructions of the cooperating teacher and school administration’s policy.
7. Be a good example to your students in every way – physically, mentally, and ethically.
8. Be just as interested in and just as ready to assist with improvement of the class as if it
were your own.
9. Cheerfully complete any task which will aid the teacher. Be imaginative and creative in
making suggestions and in planning.
10. Be impartial in dealing with students, and strive to be fair when judging their actions.
11. Refrain from imposing your own views upon students; exhibit a broad-minded, tolerant
attitude toward others.
12. Give due credit to the teacher for all assistance given to you. Express your appreciation.
13. If the results are not satisfactory, talk to the University supervisor.
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Millikin’s Goals for Excellence in Field Experiences
With the support of the clinical experience team, the teacher candidate will accomplish the
following goals throughout their internship placements:
1. Demonstrate the ability to plan and implement instruction for all students that
incorporates appropriate content knowledge, requires multiple levels of reasoning
and problem solving, and fosters student interest and motivation to learn. (Illinois
Professional Teaching Standards or IPTS #2, 3, 4, 5, 6)
2. Develop and use a broad repertoire of instructional strategies to accommodate the
needs of diverse learners and to actively engage students in learning. (IPTS #1, 2, 3,
5, 6)
3. Demonstrate skills in assessing students' learning needs and levels of student
development and designing instruction that can offer remediation or enrichment as
needed. (IPTS #1, 2, 3, 5, 6)
4. Create a learning environment that fosters student motivation and involvement,
supports positive student-to-student and student-to-teacher interaction, and facilitates
the development of responsible behavior. (IPTS #4)
5. Develop skills in using technology to facilitate learning and to manage instructional
record keeping and grading. (IPTS #3, 5, 6, 7)
6. Engage in continuous reflection and self-evaluation of instructional efforts and
develop insight into the needs of students and the effects of instructional techniques
and strategies, sharing with the cooperating teacher and university supervisor in
assessing areas of strength and areas for improvement. (IPTS #1, 2, 3, 5, 6, 8, 9)
7. Collaborate with the cooperating teacher, with other faculty and staff, with students'
parents/guardians, and with students in solving whatever problems arise and in
building a positive learning community. (IPTS #4, 6, 8)
8. Become more aware of the professional commitments and responsibilities of
teachers through participation in faculty meetings, in-service sessions, and dialogues
with other professionals.
(IPTS #9)
9. Strengthen his/her personal commitment to becoming a truly excellent teacher and
learner.
(IPTS #9)
Field Experiences
Due to the differences in the delivery of the PACE evening program and the traditional program,
differences also exist in the way field experiences are conducted. The following should explain
those differences:
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Evening Program Field Experiences
General PACE Field Experience Information --
Each semester in PACE includes an internship.
Each semester’s internship will be completed at a different level covered by the licensure.
One internship must be completed in a multicultural setting as defined by the U.S.
government and the Illinois State Board of Education.
The pre-student teaching internship is completed with the cooperating teacher at the
location in which student teaching will occur during the final semester.
Needed Hours per Semester for Final Field Experiences:
Elementary Education Majors Early Childhood Majors
ED 170 – 40 hours ED 170 – 40 hours
ED 270 – 40 hours Internship II – 40 hours
ED 370 – 40 hours ED 420 – 40 hours
ED 420 – 40 hours ED 474 – student teaching
ED 476 - Student Teaching (560 hours)
Overview of PACE Field Experiences:
ED 170 Internship Hours –
1 Refer to syllabus associated with the internship
2 Instructor will confer a letter grade for the course.
3 Instructor will write a remediation/action plan or submit an academic alert, if
necessary.
4 Instructor will collect internship evaluation forms.
5 Additional clinical hours will be required for the ESL/Bilingual Endorsement. In
some instances, if an internship is completed in an ESL/Bilingual setting, those
hours can be used to fulfill requirements for both regular internships and
ESL/Bilingual internships.
Student Teaching
1 Refer to the Student Teaching Syllabus
2 Supervisor will communicate with the cooperating teacher.
3 Supervisor will visit the classroom and observe teacher candidate teaching.
4 Supervisor will confer privately with the cooperating teacher, as well as
collectively with the teacher candidate and the teacher, during the visit.
5 University supervisors will complete mid-term and final evaluations with the
cooperating teacher and the candidate. These will be submitted online utilizing
Live Text.
6 If weaknesses or potential problems are noted, the Coordinator of Clinical
Practice will be notified, and a remediation plan will be formulated.
7 Additional clinical hours will be required for the ESL/Bilingual Endorsement. In
some instances, if an internship is completed in an ESL/Bilingual setting, those
hours can be used to fulfill requirements for both regular internships and
ESL/Bilingual internships.
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Due to the differences in various licensure requirements for the different education majors within
the field of education, field experiences often vary in content, placement and goals. The
following should explain those differences.
Early Childhood Education PACE Field Experiences
Millikin University’s ECE PACE internships are structured so that candidates have opportunities
to reflect and apply the concepts and skills that they are learning in their courses. These
internships include experiences with children and families in early childhood settings reflecting
diversity. Part-time adjunct faculty supervise internships. Cooperating internship professionals
collaborate with faculty with regard to evaluations.
One field experience must be in a multicultural setting and one in a special education
setting. These can be the same location.
Field Experiences will be completed at various stages of child development with the final
internship occurring with the cooperating teacher in the location where student teaching
will occur.
Candidates will intern for at least 40 hours in programs for infants and toddlers. Candidates also
have the opportunity to accompany developmental therapists on home visits in order to acquire
additional skills in working with families and babies. In another semester, candidates intern for
at least 40 hours in preschool programs -- often close to their homes. These programs focus on
children with special needs and those who are identified as at-risk.
The State of Illinois permits ECE teacher candidates, if they meet state criteria, to complete
student teaching in their place of employment. This ruling makes it possible for Millikin ECE
teacher candidates already employed in a preschool setting to teach in their place of employment.
The requirements for eligibility are:
The teacher candidate must have been employed in that location for at least one year.
A certified teacher must be on-site to act as the cooperating teacher.
The place of employment must be an Illinois-certified school.
The place of employment must agree to the placement for the teacher candidate.
The Coordinator of Clinical Practice will finalize this placement with direct approval
from the building administrator.
It is the teacher candidate’s responsibility to verify eligibility and to gain permission from
his/her place of employment.
Elementary Education PACE Field Experiences
Millikin University’s Elementary PACE field experiences are structured so that candidates have
opportunities to reflect and apply the concepts and skills that they are learning in their courses.
These internships include experiences with children in settings reflecting diversity. Faculty
supervise field experiences. Cooperating teachers collaborate with faculty with regard to
evaluations.
Internships may be done in any order as long as there is a field experience in both the
primary (1-3) and intermediate level (4-6).
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The final internship is completed with the cooperating teacher in the location where
student teaching will occur.
One field experience must be in a multicultural setting.
Additional clinical hours will be required for the ESL, Bilingual Endorsement or Special
Education endorsement.
Traditional Program Field Experiences
In the traditional day program, candidates enter into field experiences with the first semester of
Education coursework. The experiences continue into a block format. The block field
experiences consist of groups of courses, specific to each program, which are grouped together to
combine coursework with clinical hours. The experience is highly structured, and intensive
learning takes place under the supervision of area teachers and university professors. Candidates
take courses simultaneously, and during the semester, they participate in field experiences
supervised by course instructors and area teachers.
Field Experiences progress as follows:
ED 170 – a 40-hour internship in an area school
Sophomore Block (Early Childhood and Elementary majors) – Classes blocked together
so that 64-91 hours are completed in a faculty-supervised field experience
Junior Block (Early Childhood and Elementary majors) – Classes blocked together so
that 96-120 hours are completed in a faculty-supervised internship
Secondary Block (All secondary & K-12 education programs, except Music) – Classes
blocked together so that 40 hours are completed in a faculty-supervised field experience
ED420 – a supervised 40-hour internship including the teaching of lessons with the
student teaching cooperating teacher
Early Childhood Education Traditional Internships
Millikin University’s ECE internships are structured so that candidates have opportunities to
reflect and apply the concepts and skills that they are learning in their courses. These internships
include experiences with children and families in early childhood settings reflecting diversity.
Part-time adjunct faculty supervise internships. Cooperating internship professionals collaborate
with faculty with regard to evaluations.
One field experience must be in a multicultural setting and one in a special education
setting. These can be the same location.
Field Experiences will be completed at various stages of child development with the final
internship occurring with the cooperating teacher in the location where student teaching
will occur.
Candidates will intern for at least 40 hours in programs for infants and toddlers. Candidates also
have the opportunity to accompany developmental therapists on home visits in order to acquire
additional skills in working with families and babies. In another semester, candidates intern for
at least 40 hours in preschool programs -- often close to their homes. These programs focus on
children with special needs and those who are identified as at-risk.
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The State of Illinois permits ECE teacher candidates, if they meet state criteria, to complete
student teaching in their place of employment. This ruling makes it possible for Millikin ECE
teacher candidates already employed in a preschool setting to teach in their place of employment.
The requirements for eligibility are:
The teacher candidate must have been employed in that location for at least one year.
A certified teacher must be on-site to act as the cooperating teacher.
The place of employment must be an Illinois-certified school.
The place of employment must agree to the placement for the teacher candidate.
The Coordinator of Clinical Practice will finalize this placement with direct approval
from the building administrator.
It is the teacher candidate’s responsibility to verify eligibility and to gain permission from
his/her place of employment.
Elementary Education Traditional Internships
Millikin University’s Elementary field experiences are structured so that candidates have
opportunities to reflect and apply the concepts and skills that they are learning in their courses.
These internships include experiences with children in settings reflecting diversity. Faculty
supervise field experiences. Cooperating teachers collaborate with faculty with regard to
evaluations.
Internships may be done in any order as long as there is a field experience in both the
primary (1-3) and intermediate level (4-6).
The final internship is completed with the cooperating teacher in the location where
student teaching will occur.
One field experience must be in a multicultural setting.
Additional clinical hours will be required for the ESL, Bilingual Endorsement or Special
Education endorsement.
Secondary/K-12 Block Traditional Field Experiences
The Secondary/K-12 experience for content area candidates is an opportunity for juniors in
secondary/K-12 education courses to have an intensive field experience prior to student teaching
that includes active involvement with middle school and/or high school students, mentoring by
experienced teachers, and support and feedback from School of Education faculty. Ideally,
interns will be actively involved, rather than observers, and they will collaborate with their
mentors, co-teach with their cooperating teachers and grade-level colleagues, and develop
communication and management strategies to create a community of learners. Through planning
and teaching lessons, they will increase their understanding of the process to facilitate learning.
Millikin’s Secondary/K-12 interns will develop skills in working with diverse student
population. This will be accomplished in the following courses: ED310, Creating Communities
of Learners and ED321, General Secondary Methods and Assessment.
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Co-Teaching – The Model for Teacher Preparation
At Millikin University, Co-Teaching is defined as two teachers working together with groups of
students – sharing the planning, organization, delivery and assessment of instruction, as well as
the physical space. Millikin University has worked collaboratively with St. Cloud State
University in St. Cloud, MN, a leader in the implementation of co-teaching, to make this model a
reality at Millikin. The School of Education uses the co-teaching model for all of our teacher
candidates during their student teaching experience and many of the preceding internships. This
model benefits the teacher candidate and the cooperating teacher, as well as the students in the
classroom.
With co-teaching, teacher candidates share all aspects of teaching with the cooperating teacher.
The cooperating teacher and the teacher candidate plan lessons, using co-teaching strategies,
which benefit the students in the classroom. Candidates see, on a daily basis, how best practices
are used in the classroom and learn to implement them under the guidance of the cooperating
teacher on a continuing basis. Collaboration and communication skills are greatly improved
between the teacher candidate and the cooperating teacher. Co-teaching is an attitude of sharing
– sharing the classroom and sharing the students. Co-teachers are always thinking, “We are both
teaching!”
Co-teaching necessitates the attendance at one workshop after an Introduction to Co-teaching
Workshop to understand the program. The workshop is:
1. Pairs Workshop – a workshop for the cooperating teacher and the teacher candidate
(the co-teaching pair). This workshop is designed to build collaboration and
communication skills between the cooperating teacher and the teacher candidate.
Participants work together to build the collaborative process involved in student
teaching.
Participants are asked to evaluate the program at the end of each semester.
Seven strategies are used in co-teaching. These strategies will be taught and used in many ways
during the college career of SOE students. In this way, they will be prepared for the co-teaching
model of student teaching. The strategies are as follows:
One Teach, One Observe – One teacher has primary instructional responsibility while the other
gathers specific observational information on students or the (instructing) teacher.
One Teach, One Assist – One teacher has primary instructional responsibility while the other
teacher assists students with their work, monitors behaviors or corrects assignments by walking
around.
Parallel Teaching – Each teacher instructs half of the students. The two teachers are addressing
the same instructional material and presenting the material using the same teaching strategy. The
greatest benefit is the reduction of the student-to-teacher ratio.
Supplemental Teaching – This strategy allows one teacher to work with students at their
expected grade level while the co-teacher works with those students who need the information
and/or materials extended or remediated.
Alternative/Differentiated Teaching – Alternative teaching strategies provide two different
approaches to teaching the same information. The learning outcome is the same for all students;
however, the avenue for getting there is different.
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Station Teaching – The co-teaching pair divide the instructional content into parts – each
teacher instructs one of the groups. The groups then rotate or spend a designated amount of time
at each station. Often, an independent station will be used.
Team Teaching – Well-planned, team-taught lessons exhibit an invisible flow of instruction
with no prescribed division of authority. Using a team-teaching strategy, both teachers are
actively involved in the lesson. From a student’s perspective, there is no clearly defined leader,
as both teachers share the instruction and are free to interject information and are available to
students to answer questions.
edTPA The edTPA is a performance-based assessment of teaching quality and effectiveness (Stanford
Center for Assessment, 2015). This performance learning assessment engages the teacher
candidate in planning, instructing and assessing student learning through written commentaries
and the video taping of their teaching. The edTPA is required by the Illinois State Board of
Education (ISBE) in order to obtain an Educator’s License in the state of Illinois. ISBE will
establish the cut score each year. The edTPA must be completed during the full-time student
teaching semester. The cost to submit the edTPA is $300. This fee is attached to the ED488,
Senior Seminar, course as an assessment fee so that it may be included in the financial aid
package.
Remediation modules are being constructed to support candidates that may need assistance based
upon their Embedded Signature Assessments (ESA) placed throughout their course work. The
Teaching Portfolio, completed in ED420, may specifically highlight areas of remediation that
will need to be completed before student teaching. These modules may be utilized before the
submission of the edTPA or following an edTPA score that does not qualify for licensure.
Failure to pass the edTPA may mean reworking one task of the edTPA or resubmitting the entire
edTPA. The School of Education will work to support the candidate prior to the rewrite and
resubmission of the edTPA. This work will be accomplished through meetings with a faculty
member and, possibly, remediation modules. Every effort will be made for this to occur within
the same semester of student teaching in order to prevent an additional semester of student
teaching. The cost to submit one task is $100, and the cost to resubmit the entire edTPA will be
$300. The candidate is responsible for these costs and are in addition to any assessment fees
attached to any courses.
Outline of the edTPA
Task 1 – Planning for Instruction and Assessment: Candidates will plan 3-5 consecutive
lessons/experiences within their discipline and connected to their content area standards.
Candidates will demonstrate knowledge of their students, their prior knowledge specifically
related to learning objectives, as well as explain the relevance of objectives for the learning
segment.
Task 2 – Instructing and Engaging Students in Learning: Candidates will then teach the
learning segment, recording a video of interactions and student engagement during the learning.
Task 3 – Assessing Student Learning: Candidates will assess, informally and formally,
students’ learning throughout the learning segment. Candidates will also explain and reflect on
the planning, instruction and assessment components of the tasks.
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Candidates are required to submit artifacts from the tasks which may include lesson plans, clips
from the video recording, assessment materials, instructional materials and student work
samples. Each discipline has a set of specific requirements and guidelines. Candidates will be
provided with a current edTPA Handbook before beginning this performance assessment.
Commentaries, video recordings and artifacts will be evaluated using rubrics especially
developed for content area and each task. This assessment is uploaded to Pearson and scored by
their discipline-specific trained scorers. Results are typically returned within three weeks of the
upload date. Scores will come directly to the candidate, as well as to the School of Education
and the State Board of Education.
Dress Code
Teacher candidates must dress appropriately for each day of all internships. If the teacher
candidate fails to follow the dress code, the cooperating teacher will discuss the matter with the
teacher candidate immediately and use the handbook to discuss how the teacher candidate can
improve. If, after one warning, the teacher candidate arrives at school improperly dressed, the
cooperating teacher will tell the candidate to go home, correct the issue, and return appropriately
dressed. The university supervisor and/or faculty should be notified if dress code is not
followed.
It is important for teacher candidates to dress more professionally than the more experienced
teachers, since in the case of secondary students, they are not much older than some of the
students. Professional dress is typically NOT blue jeans, tee shirts, or sweatshirts. Dress shirts
and slacks are appropriate for men. Skirts and blouses, dresses, dress slacks and blouses or
sweaters, and low-heeled, comfortable shoes are appropriate for women. Clothes, jewelry and
accessories should NOT demand attention by being too short, tight, dressy or extreme in style.
Physical education teacher candidates should follow the lead of the cooperating teacher.
Sportswear for physical education teachers is more appropriate.
It is important that teacher candidates transition into professional attire. Dress that is considered
fashionable on campus may not be considered appropriate attire for classroom teachers. Short
skirts or short tops are not appropriate for writing on a board or leaning over student desks. A
general guideline to follow is that there must be no skin showing from shoulder to knee when
standing, stretching or bending.
Related questions to attire are the issues of body piercing, jewelry, extreme hairstyles and
tattoos. Remember that first impressions are important. Teacher candidates must become aware
of and be sensitive to school dress codes. Judgments made about teacher candidates should be
based on teaching abilities, not on whether s/he inadvertently offends someone as a result of
appearance. Use sound judgment by dressing conservatively with professional clothing,
hairstyles and accessories.
Students look up to their teacher candidates as role models. They will benefit from role models
who are well groomed and professionally dressed.
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Conduct and Confidentiality
Handling Personal Questions
Teacher candidates need to be prepared to handle students who attempt to cross the boundaries
of professionalism into personal issues. Teacher candidates must make it clear that they will not
discuss their private matters/lives with their students. If a problem arises, teacher candidates
must alert the cooperating teacher and confirm that the behavior has been discouraged. In
interactions with students who seem to be seeking an inordinate amount of attention, be
especially businesslike, purposeful, and task-oriented. Establish a strong student/teacher
boundary.
Students/parents may ask questions about a teacher candidate’s private life. Be aware that
comments can easily be misquoted or misconstrued. Avoid disclosing personal information.
Make it a practice not to discuss things unrelated to the classroom and/or coursework.
Physical Contact
In today’s society, certain actions can be misconstrued. Teacher candidates must take their cues
from their cooperating teachers and be certain that no form of physical contact can be
misinterpreted. Children and adolescents often misread intentions. In general, avoid
unnecessary physical contact of any kind. Use the cooperating teacher as a model, and
especially with older students, maintain a very professional demeanor.
Confidentiality
Students, faculty and staff within a school have rights to privacy and to have their educational
progress treated professionally. Avoid discussing any information about individual students’
grades, behavior, medical conditions or academic placements beyond the school. It is
unprofessional for teachers to communicate information or comments about issues they see in
the schools to individuals outside the school. Divulging information inappropriately can lead to
serious consequences. Disciplinary action for any breach of confidentiality may include
dismissal from the School of Education. Prospective teachers must remain professional in their informal discussions in the lounge or
elsewhere in the school. It is important to understand that some teachers choose to use the
faculty lounge as a place for “catharsis” or a release from frustration. As a new member of the
educational community, realize that some teachers do speak negatively about students. A
teacher candidate’s best option is to listen without passing judgment and refrain from making
negative comments regarding students, parents, faculty or the school.
Online Personal Information
Teacher candidates put a significant amount of personal information online (Facebook,
Instagram, Twitter, SnapChat, Reddit, etc.), and some fail to demonstrate sound judgment in
editing the content. All teacher candidates must think about possible implications of the
information they share on networking sites.
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Employers use these sites to screen applicants. Candidates have lost internships, student
teaching positions and full-time job opportunities because of the content of their personal
profiles on social networking sites. Be aware that students may view your site. All inappropriate
content must be deleted.
Teacher candidates are encouraged to “clean up” their profiles, group affiliations, posting walls,
or anything else that may have a negative impact on their intended careers. Web information can
be retained online in many ways; hitting the delete button does not mean that the information is
gone. Think before posting!
Legal and Ethical Behavior
Teacher candidates must use sound professional judgment while in the schools during all
internships, while engaged in school activities, and even during the period between the
completion of student teaching and graduation. Proven failure to do so may result in the School
of Education refusing to license the candidate. It is the responsibility of the entire field
experience or student teaching team, particularly the cooperating teacher and the principal, to
acquaint the teacher candidate with existing guidelines and school policies that relate to the role
of the teacher. Throughout the education program, legal matters will be discussed.
The Illinois School Code, as well as the Faculty Handbook within each school district, can
provide guidelines for legal and ethical behavior in the teaching profession. If a teacher
candidate has any doubts about the morality, the legality, or the safety of any action or situation,
s/he should check with the cooperating teacher before proceeding further. In general, teacher
candidates must follow all school rules, respect the rights of students, their fellow teachers and
staff, and the school and school district.
Procedures for Remediation
The preparation of teachers is a responsibility jointly shared by the faculty and administrators of
Millikin University and its public/private school partners. This commitment involves ensuring
that the teacher candidate is well prepared for the field experience or the student teaching
experience, that the cooperating teacher models effective teaching practices and demonstrates
appropriate supervision skills, and that the placement site itself reflects the knowledge base of
the specific licensure program.
Collaboration between the university and the public/private schools is necessary to ensure
successful classroom placements and make any changes that might be necessary during those
placements.
When concerns arise related to the performance of the teacher candidate, the cooperating teacher,
university supervisor, and/or faculty will meet to develop a remediation plan. This plan needs to:
identify the specific concerns of all participants;
develop appropriate strategies and evaluation criteria to address those concerns; and
set a realistic timeline for review of the remediation plan.
The university supervisor and/or faculty shall keep the Coordinator of Clinical Practice apprised
of these actions.
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The remediation plan will be presented to and signed by the candidate. Signing of the form is
not an indication of agreement; it is an indication of commitment to remediate.
Once a remediation plan has been created, it is up to the teacher candidate to focus on increasing
his/her effectiveness in the areas addressed by the plan. If the specific concerns of the
remediation plan are not addressed satisfactorily during the designated time period, a conference
will occur between the university supervisor, the cooperating teacher, faculty and the
Coordinator of Clinical Practice to determine the next course of action. This conference could
result in:
the development of a second plan,
the termination of the placement or
recommendation of withdrawal from the teacher education program.
Final recommendation for termination of a placement needs to include a determination of the
candidate’s next steps. This may include the option to repeat the entire field experience or
student teaching experience at a later date or to graduate outside of the teacher education
program. The teacher candidate’s academic advisor will assist in this determination.
In some extreme circumstances, placement issues may require immediate action because the
safety of the participants is in jeopardy. In this instance, any of the involved parties may request
that the teacher candidate not participate in classroom activities until a plan of action has been
determined. The outlined plan will be scheduled as expeditiously as possible.
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SECTION 5
Policies and Procedures:
Licensure Programs
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Preparation for Licensure
This section provides a broad overview of the requirements in Millikin’s education preparation
programs. These programs are structured to provide experiences that gradually assist future
educators in developing and understanding the expectations in today’s learning environments.
We are committed to integrating knowledge of the world with problem solving, theory with
practice, and pedagogical theories and beliefs with practical experience in the schools.
Field Experiences –
This term refers to all classroom experiences a Millikin candidate will participate in prior
to the semester-long internship at the end of their program.
These field experiences are either completed as a part of coursework by traditional
candidates or per semester by evening program candidates.
Student Teaching –
Student teaching is a 14-week practicum experience in which teacher candidates work
with their cooperating teachers to experience teaching in a classroom setting.
The student teaching experience introduces candidates to all facets of teaching: planning
instruction; delivering instruction; working with students individually, in a whole group,
and in small groups; assessing and evaluating; working with parents; working with other
teachers; participating in special education staffings; and cooperating with all members of
the school community.
Teacher Candidate –
A teacher candidate is typically a sophomore-level student who has been admitted to the
School of Education.
Cooperating Teacher –
This term refers to the individual in the school setting who cooperates with Millikin
University in providing his/her teacher candidate a classroom learning experience.
The cooperating teacher serves as a mentor for the teacher candidate and supervises
his/her work on a daily basis.
Teacher candidates will be working with several different cooperating teachers during the
Millikin University experience.
University supervisor –
This term refers to the Millikin University faculty member who serves both a supervisory
and collaborative role with the cooperating teacher and the teacher candidate.
The University supervisor visits the school to observe the teacher candidate. Faculty
members observe various lessons during internships. During the pre-student teaching
internship, the University supervisor observes one lesson. At least five lessons will be
observed during the 14 weeks of student teaching.
The University supervisor serves as a liaison between Millikin, the school, and the
teacher candidate. S/he provides assistance to the teacher candidate and the cooperating
teacher as needed.
Block Faculty –
This term refers to the team of faculty who work with traditional candidates during the
semesters where three or more Education courses are grouped during a “block” of time.
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This provides the opportunity for those candidates to participate in field experiences with
faculty present to work with and evaluate their progress.
Application for Student Teaching Deadlines This section includes policy statements and procedures that are related to student teaching. The
student teaching semester is the culmination of every candidate’s Millikin career. The
importance of this semester begins at the point of application. The Application for Student
Teaching must be turned in to the School of Education office by the due dates established or a
delay in placement – or a refusal to place – will occur. All candidates are responsible for
submitting applications by the designated due date.
Fall Teacher Candidates: If a candidate plans to student teach in the fall semester, the
Application for Student Teaching must be submitted to the School of Education before leaving
for fall break one year PRIOR to student teaching. If a candidate fails to submit an application
by the final deadline, s/he may not be placed.
Spring Teacher Candidates: If a candidate plans to student teach in the spring semester, the
Application for Student Teaching must be submitted to the School of Education before leaving
for spring break the year PRIOR to student teaching. If a candidate fails to submit an application
by the deadline, s/he may not be placed.
Teacher candidates are asked to state their preferences in the placement process. These options
do not ensure the placement– it only allows the candidate to indicate preferences. Placements
will be made at the discretion of the Director of the SOE and the Coordinator of Clinical Practice
in conjunction with area school districts.
Placements must be requested through Millikin to the appropriate administrator of the school
district. Candidates MUST NOT seek out their own placements. Strict protocols exist for the
placement of teacher candidates. Circumventing these protocols can damage relationships
between Millikin and area schools.
Millikin will not place teacher candidates with teachers who have less than three years of
classroom teaching experience. The number of years the teacher has been working within the
district may also be a consideration. Many districts have their own rules for the placement of
teacher candidates in this regard.
Millikin also will NOT place candidates in a school where relatives are employed, where
children attend, or where the candidate has been a student in the past.
Exceptions to this policy may be considered in consultation with the Director of the School of
Education, the Coordinator of Clinical Practice, and Committee on Teacher Education Programs
(CTEP). These requests must be submitted in writing.
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Attendance Policy
Just as teachers are expected to be present every school day, teacher candidates are expected to
be at school every day of all field experiences and the student teaching period. Candidates will
follow the assigned school district’s calendar. In addition, they must attend pre-internship and
post-internship meetings, as well as pre-service and in-service meetings that their cooperating
teachers are expected to attend. When holiday breaks occur during student teaching, the teacher
candidate must be present in his/her placement for at least three full days before it can be
counted as a true full week. A full day is constituted as one in which students are present for the
entire day. Half days of student attendance do not count as a full day. If clarification is needed,
teacher candidates should contact their university supervisor for a final decision.
Some absences may not be avoidable. Teacher candidates are susceptible to illnesses or family
emergencies like anyone else. However, vacation days, mental health days, or days used to
catch up/prepare are not acceptable reasons for absences. Absences for job fairs and or
interviews may be taken with approval from the cooperating teacher and university supervisor.
All materials must be prepared in advance for the classroom. After three combined total
absences from student teaching, an additional week will be added to the student teaching
semester. If more than three absences are acquired, the university supervisor will work with the
Coordinator of Clinical Practice to establish how to make up the days. The candidate’s university
supervisor will clarify the necessary requirements for additional week(s) needed to complete
student teaching.
Teacher candidates must come to school before the students begin to arrive in their classrooms
and must stay after school until they are prepared for the coming day. Candidates should plan to
be at school at least 30 minutes prior to the day starting and remain after students leave for at
least 30 minutes as well. Habitual tardiness or absences will be considered evidence of a lack of
personal responsibility and professionalism. This may warrant a dispositional deficiency report.
If a teacher candidate is not responsible about attendance and punctuality, s/he can expect to
receive lower ratings on midterm and final evaluations which will impact progress toward
completion of licensure and career opportunities later.
Illness or Serious Family Emergencies
Absences due to illness or serious family emergencies are considered excused at the discretion of
the university and the Coordinator of Clinical Practice. When illness or emergencies occur,
teacher candidates must:
Notify their cooperating teacher by speaking directly to them. Do not leave messages.
Call the School of Education office (217-424-6244).
Contact the university supervisor.
Deliver instructional materials to their cooperating teachers before class begins.
Always have a set of weekly lesson plans in the classroom.
Extracurricular/Athletic/Arts Absences
During field experiences and student teaching, some teacher candidates are involved in
extracurricular responsibilities, such as intercollegiate athletics and music ensembles. In some
circumstances, these outside commitments necessitate absences. Such absences must be kept to
a minimum. If a teacher candidate knows in advance about the need to be absent, s/he must
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request permission of the cooperating teacher, university supervisor, and/or professor. When
such absences occur, cooperating teachers, university supervisors and/or faculty will determine
any make-up days.
Career-Development Absences
Since job opportunities may become available, a teacher candidate who is student teaching may
also have occasion to request one professional/personal day to go to a job interview or attend a
major job fair. Every effort should be made to schedule such absences at convenient times.
Weather-Related Absences
Unless they extend over several days, weather-related absences, such as snow days, are
considered unavoidable and should not be considered absences.
Prohibited Absences
If at any time the teacher candidate is irresponsible about absences, the university supervisor
and/or faculty will take corrective action. Teacher candidates will not be allowed to accumulate
absence days and use them for vacation time. This practice is strictly prohibited.
Absence of Cooperating Teachers
During any field experience, if the cooperating teacher is absent, the school must arrange for a
substitute teacher to be in the teacher candidate’s room. It is not legal for teacher candidates to
serve as substitute teachers because they do not yet hold a college degree. Licensure-only
candidates are also prohibited from being hired as a substitute teacher. This would interrupt the
required continuity of the student teaching placement.
It is acceptable for the teacher candidate to take over all or most of the teaching for the day, and
it may be an excellent learning opportunity, but legally, a substitute teacher must be assigned for
that classroom during the time that the cooperating teacher is absent.
In the event of a prolonged illness or other long-term absence of the cooperating teacher, the
University supervisor and/or the Coordinator of Clinical Practice should be contacted.
Policies for Lesson Plans, Observations, Conferences
and Reflections
Lesson Plans
It is the policy of the School of Education that teacher candidates MUST write lesson plans.
Lesson plans are not optional! Even if the cooperating teacher chooses not to complete
lesson plans, the teacher candidate is required to do so. The complete lesson template is used
during all field experience and student teaching observations. For student teaching, a weekly
plan format (Binder Plan) is available for other times. Templates for lesson plans are available
on Moodle. Failure to follow the procedures for writing and submitting lesson plans will result
in a remediation plan or a lowered final grade.
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Observations
During the student teaching semester, university supervisors will observe candidates at least five
(5) times during the semester. A minimum of two (2) observations will be completed prior to the
submission of the edTPA. If possible, candidates should schedule three observations with the
university supervisor before the submission of the edTPA in order to receive vital and valuable
feedback from the supervisor before edTPA submission.
Lesson Plans for Observations Lesson plans must be submitted forty-eight hours in advance of the observation to the
cooperating teacher and the university supervisor. This will allow time for the cooperating
teacher and supervisor to provide insight and suggestions before the instruction begins. Lesson
plans must be completed using the format found on Moodle. Failure to submit the lesson plans
48 hours in advance will result in the supervisor not completing the observation. The
observation must then be rescheduled. Refusal to follow the lesson plan guidelines may result in
a remediation plan.
Cooperating teachers may require lesson plans that are not part of the observation cycle to be
submitted 48 hours in advance. If the cooperating teachers request additional lesson plans,
candidates must comply. Supervisors may also require formal lesson plans to be submitted more
often if planning seems inaccurate or inadequate.
Conferences
University supervisors expect candidates to participate in a conference prior to the observation,
as well as a conference after the observation. The university supervisor will also consult with the
cooperating teacher at the observation. This may happen in advance of the observation,
following the observation, or both before and after, contingent on the needs of the supervisor.
The pre-conference between the university supervisor and the candidate may be held in person,
over the phone, utilizing Skype (or similar software) or through e-mail. The conference will
include conversations about the components of the lesson plan, the area that the candidate would
like for the supervisor to focus on during the observation or other noted areas of teaching on
which the candidate is focusing.
The post-conference will be held with the university supervisor and the candidate following the
observation. If necessary, the cooperating teacher will instruct the class in order for the
candidate to meet with the university supervisor. This conference is held in order for the
candidate and the supervisor to discuss the observation. The written observation form will be
sent electronically by the supervisor to the candidate and cooperating teacher within 48 hours of
the observation.
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Being a Reflective Practitioner in the Professional Field of Education
Preparing to enter the field as a professional educator involves a complex set of skills,
comprehensive knowledge from a broad field of subjects, and self-examination of personal and
professional dispositions. Success in the program requires thorough and consistent reflection in
coursework, field work, and collaborative relationships with peers and supervisors. Becoming
habitually and effectively attuned to one’s abilities prior to an experience, during the experience,
and evaluating the results of the experience at its conclusion creates thoughtful classroom
practitioners that will be able to affect the learning of all children.
Principals and other district personnel most often remark about the Millikin graduate’s
distinction of being a reflective practitioner who thoughtfully meets the needs of all students.
This hallmark of the program remains a frequent reason a Millikin graduate is offered a teaching
position.
During student teaching, weekly reflections must be written each week and submitted by email.
Reflections are due Friday at midnight to the university supervisor and copied to the Coordinator
of Clinical Practice. Candidates will utilize the form on Moodle as a template. Failure to
complete and submit these reflections on time may result in a remediation plan and/or a lower
final grade.
Policy on Working During Student Teaching
Because student teaching should be the primary focus for fourteen weeks, teacher candidates
should plan not to work during the semester they student teach. Student teaching is typically far
more demanding than full-time college coursework and is a full-time job. Sometimes, financial
obligations or circumstances require some candidates to continue working.
If a candidate intends to work during student teaching, s/he must notify the Director of the
School of Education. A form may be found on the following page or obtained from the School
of Education Office and must be submitted during the semester prior to student teaching. Forms
are also available on Moodle. Failure to file the mandatory form -- prior to student teaching -- is
grounds for removal from the student teaching placement.
If a teacher candidate must work an additional part-time job, s/he is strongly encouraged to
restrict work hours to weekends and less than 15 hours per week, preferably 10-12.
A teacher candidate who has a history of poor academic performance, has not worked prior to
the student teaching semester or has a job that is extremely demanding in terms of time or work
load is discouraged from working. A student who can demonstrate that s/he has always balanced
work and coursework is more likely to be able to handle working during student teaching.
Student teaching responsibilities must take precedence over work responsibilities. If a teacher
candidate is not keeping up with student teaching responsibilities, s/he may be instructed to
reduce work hours or terminate the employment altogether.
For a copy of the notification form, see the following page.
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Request for Permission to Work During Student Teaching
Name____________________________________Semester of Student Teaching________________
Proposed Employment/Location___________________________________Hours Per Week__________
Days and Times________________________________________________________________________
Circumstances that require you to work
___________________________________________
I understand that if granted permission to work, work must not take priority over student teaching. I
realize that work schedules or work responsibilities must not interfere with student teaching tasks. I will
modify – or even terminate - my work schedule at any time if it interferes with my success in student
teaching.
Signature__________________________________________
Please do not write below this line.
Recommendation of Director, School of Education:
_____Request to work is approved. Please bear in mind that “work concerns” should in no
way interfere with your student teaching responsibilities. Student teaching comes first.
_____Request to work is still pending. Please schedule an appointment with the Director of
the School of Education.
_____Request to work is denied because of the following reasons:
For further information, schedule an appointment with the Director of the School of
Education in SH307.
Signed______________________________
Director, School of Education
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Extracurricular Activities for Student Teaching
Since extracurricular activities are typically a part of a teacher’s role, teacher candidates are
encouraged to attend special events and become involved in the culture of the school. Teacher
candidates must plan to be a part of whatever events teachers are expected to attend beyond their
daily teaching. They must participate in activities including faculty meetings, in-service
workshops, parent-teacher conferences, athletic events, and concerts or recitals during the
fourteen weeks of student teaching. Participation in the school community helps build bridges
between teachers, students and parents.
Procedures for Student Teaching Evaluation
Evaluation Process
Regardless of the grade level and/or discipline of the teacher candidate, each will be formally
evaluated twice during the student teaching experience. The first evaluation, the midterm,
should be completed by no later than the eighth week of student teaching. The second
evaluation, the final, should be completed during the last week of the experience (week 14).
The evaluation form provides the opportunity to evaluate the teacher candidate on teaching
performance, dispositional qualities, and professional qualities. Each criteria is tied to the
Illinois Professional Teaching Standards. Millikin University's teacher education programs are
based on the standards. In addition to rating the teacher candidate on these criteria, we also
expect that each evaluator will include written comments that describe the teacher candidate's
perceived strengths and areas of improvement.
Midterm Evaluation Process
1. The teacher candidate, the cooperating teacher, and the university supervisor will
independently fill out a midterm evaluation form (provided by the university supervisor),
rating the teacher candidate on his/her effectiveness at this point of the experience and
providing comments on perceived strengths and areas of improvement.
2. Once all parties have completed their midterm evaluations, a conference will be held
between the three to share their evaluations. The teacher candidate should be made fully
aware of the cooperating teacher's and university supervisor’s perceptions regarding
his/her teaching skills, as well as any areas that need improvement.
3. A remediation plan can be implemented at any time during the semester for any perceived
areas needing improvement. However, if either the university supervisor's or the
cooperating teacher's assigned grade is a C or below at midterm, a remediation plan
(including timeline and desired outcomes) MUST be created.
4. If no remediation plan is needed, the midterm evaluation process is complete when the
midterm conference between the teacher candidate and the cooperating teacher has been
held.
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Final Evaluation Process
1. During the final week of student teaching, the cooperating teacher and the university
supervisor collaboratively fill out a final evaluation form on LiveText, which includes the
final grade and will be submitted electronically.
2. While the grade assigned by the cooperating teacher is strongly considered, the specific
grade turned in to the university is ultimately the decision of the university supervisor.
On occasion, the Coordinator of Clinical Practice confers with the university supervisor
on the final grade.
3. A conference will be held with the teacher candidate to share the evaluation and final grade.
4. In addition to completing the student teaching final evaluation, both the university
supervisor and the cooperating teacher may complete a recommendation letter at the
request of the teacher candidate.
Procedures for Withdrawal From Student Teaching
The teacher candidate must behave in a professional manner from the moment s/he begins in the
cooperating school until the final day of the semester in which the teacher candidate is enrolled
in student teaching. Once assigned to a school, the teacher candidate must demonstrate
exemplary professional behavior. Failure to behave professionally can result in the teacher
candidate being removed from the student teaching placement. Professional expectations include
behavior inside and outside of the school. The School of Education (SOE) takes a strong stance
in incidences of unprofessional behavior.
Withdrawals from student teaching occur in one of the following manners:
The candidate struggles to thrive in the student teaching placement and chooses to
withdraw during the first 10 weeks of the semester. The candidate receives a grade of W
for the course. Withdrawal from a class after the 10th week of the semester, in most
cases, results in a grade of F.
The cooperating teacher or the school district requests the teacher candidate’s removal as
a result of his/her actions or behaviors during the student teaching internship. The
student teaching placement will be cancelled, and no further opportunity to student teach
during the original semester will be provided. If the candidate is withdrawn in the first 10
weeks of the semester, s/he receives a W for the course. Withdrawal from a class after
the 10th week of the semester, in most cases, results in a grade of F.
The SOE may choose to remove a teacher candidate from the student teaching placement
if dispositional or academic issues warrant. The student teaching placement will be
cancelled, and no further opportunity to student teach during the original semester will be
provided. If the candidate is withdrawn in the first 10 weeks of the semester s/he receives
a W for the course. Withdrawal from a class after the 10th week of the semester, in most
cases, results in a grade of F.
If the teacher candidate wishes to be placed in another student teaching internship, the procedure
of appeal is as follows:
54
The teacher candidate must first submit a letter of appeal to the Committee on Teacher
Education Programs (CTEP) to request readmission to the SOE.
If s/he receives approval for readmission and completes steps for remediation
recommended by CTEP, a new placement will be arranged at the discretion of the
Coordinator of Clinical Practice.
If a teacher candidate issue proves especially severe, the SOE may choose to remove the teacher
candidate from the student teaching placement and refuse the option for re-admittance to the
SOE. In that case, the teacher candidate will not be eligible for graduation from the SOE or for
licensure. If a candidate has been removed from two supervised teaching placements due to
dispositional or related course work issues, the Director of the SoE may refuse the option for re-
admittance to the SoE. In that case, the teacher candidate will not be eligible for licensure from
Millikin's SoE.
The SOE may choose to remove a teacher candidate from the student teaching placement if
dispositional or academic issues warrant. The student teaching placement will be cancelled, and
no further opportunity to student teach during the original semester will be provided. If the
candidate is withdrawn in the first 10 weeks of the semester s/he receives a W for the course.
Withdrawal from a class after the 10th week of the semester, in most cases, results in a grade of
F.
Grading Criteria
Grading and evaluation are an important part of the student teaching experience. The grade that
a teacher candidate receives will affect his/her future job search, because many administrators
will consider the grade given for this experience in evaluating the teacher candidate’s overall
effectiveness as a classroom teacher.
The final decision concerning the grade will be determined by the university supervisor with
input from the cooperating teacher. The grading system is a little different from the A through F
system, because by the time individuals have reached the student teaching level, they have
already been screened so they are not expected to perform at any grade level below a B-.
Following are suggested indicators of each designated grade:
A Excellent beginning teacher – meets and exceeds all of the professional teaching standards
as designated by ISBE; is creative, independent, and consistent in planning,
implementing, and organizing daily lessons, activities, assessments; establishes positive
professional relationships with students, teachers, and staff; demonstrates a very high
level of skills, knowledge, and dispositions appropriate to effective teaching; very
successfully collaborates with cooperating teacher in actively engaging learners, creating
communities of learners, and facilitating learning.
A- Highly effective beginning teacher – meets all and exceeds some of the professional
teaching standards as designated by ISBE; is consistent and thorough in planning,
implementing, and organizing daily lessons, activities, and assessments; establishes
professional relationships with students, teachers, and staff; demonstrates a high level of
skills, knowledge, and dispositions related to effective teaching; successfully collaborates
55
with cooperating teacher in actively engaging learners, creating communities of learners,
and facilitating learning.
B+ Very effective beginning teacher – meets most of the professional standards of teaching as
designated by ISBE; is effective in planning, implementing and organizing daily lessons,
activities, and assessments; establishes satisfactory relationships with students, teachers,
and staff; demonstrates a high level of skills, knowledge, and dispositions related to
effective teaching; very effectively collaborates with cooperating teacher in actively
engaging learners, creating communities of learners, and facilitating learning; has one or
more areas in which improvement is needed.
B Moderately effective beginning teacher - meets most of the professional standards of
teaching as designated by ISBE, but has at least one significant area for improvement; is
becoming more effective in planning, implementing and organizing daily lessons,
activities and assessments; establishes satisfactory relationships with students, teachers,
and staff; effectively collaborates with cooperating teacher in actively engaging learners,
creating communities of learners, and facilitating learning; demonstrates skills,
knowledge, and dispositions related to effective teaching; has two or more areas in which
additional improvement is needed.
B- Somewhat effective beginning teacher – meets professional teaching standards as
designated by ISBE, but has two significant areas requiring improvement; has shown
substantial improvement in planning, implementing and organizing daily lessons,
activities and assessment; is making progress in establishing satisfactory relationships
within the learning community; demonstrates most of the skills, knowledge, and
dispositions related to effective teaching; collaborates with cooperating teacher in
actively engaging learners, creating communities of learners, and facilitating learning;
has two or more areas in which improvement is needed . This is the lowest grade that a
teacher candidate can earn and still be recommended for licensure. If this grade is given
at midterm, a remediation plan is mandatory. We see this grade as representing “has the
potential, but will need additional mentoring.”
C+ Marginally effective beginning teacher – meets some of the professional teaching standards,
and has shown some improvement; needs remediation in order to effectively plan,
implement, and organize daily lessons, activities, and assessment; is experiencing some
difficulty in establishing satisfactory relationships with students, faculty, and staff within
the learning community; is deficient in some of the skills, knowledge, and dispositions
needed for effective teaching; additional work is needed to collaborate with the
cooperating teacher in actively engaging learners, creating communities of learners, and
facilitating learning. If this grade is given at midterm, a remediation plan is required. If a
teacher candidate receives this grade at the end of student teaching, s/he will not be
recommended for licensure by the School of Education. A teacher candidate may receive
credit for the student teaching course with a grade of C, will be allowed to graduate, but
will not be licensed.
C Marginally effective beginning teacher – meets some of the professional teaching standards,
but needs significant remediation in order to effectively plan, implement, and organize
daily lessons, activities and assessment; has not successfully established satisfactory
relationships with students, faculty, and/or staff within the learning community.
Dispositional issues or lack of skills, or knowledge, or deficits in skills interfere with the
teacher candidate’s ability to effectively collaborate with students, faculty and/or staff
56
within the learning community; additional work is needed to successfully collaborate
with the cooperating teacher in actively engaging learners, creating communities of
learners, and facilitating learning. If this grade is given at midterm, a remediation plan is
required. If a teacher candidate receives this grade at the end of student teaching, s/he
will not be recommended for licensure by the School of Education.
F Failure to Complete Student Teaching. A grade of F indicates that the candidate did not
meet professional standards expected of teacher candidates. It may also mean that a
remediation plan was not fulfilled and the ineffective performance at another level
continued. A grade of F suggests that dispositional issues or skill/knowledge deficits are
significant enough for Millikin to recommend that the teacher candidate not be retained
in the School of Education. If a teacher candidate is failing student teaching at midterm,
s/he will be counseled to withdraw from student teaching. If a teacher candidate’s
performance deteriorates to a failing grade after week 10, the teacher candidate will not
be retained in student teaching and will receive an F.
Procedure for Formal Candidate Complaints
In the event that any candidate believes that s/he has not been treated fairly in any assessment
process or if s/he believes that extenuating circumstances should be considered, a formal
complaint may be filed.
1. Prior to filing a formal complaint, the candidate must meet with the professor/supervisor
and attempt to resolve the situation.
2. If no resolution results, the candidate must file a written complaint with the Director of
the School of Education.
3. The Director will hear the complaint, investigate any issues, and issue a written decision.
4. If the Director deems it necessary, the matter will be heard by the Committee on Teacher
Education Programs (CTEP), and a decision will be rendered. CTEP’s decision is final.
5. Should the candidate feel that his/her complaint was not fairly heard, s/he may further
appeal to the Dean of the College of Professional Studies. There shall be no further
appeals beyond the Dean. The School of Education maintains a record of formal
candidate complaints and their resolutions.
If a candidate has been removed from two supervised teaching placements during their 60 hour
internship and/or student teaching experience due to dispositional or related course work issues,
the Coordinator of Clinical Practice may not seek a third placement and the candidate may lose
enrollment in the School of Education.
57
Millikin University School of Education
School of Education Undergraduate Student Handbook Receipt of Student Handbook
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and will be responsible for becoming familiar with its contents.
______________________________________________________
Name (Printed)
______________________________________________________ ___________________
Student Signature Date
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I, ________________________________________, hereby consent to the use, publication, broadcast,
telecast, distribution, and circulation of my name, photograph, image, and/or likeness by Millikin University in any University-sponsored product and/or publication used for recruiting promotion,
advertising, or commercial purposes, and shall include (but not be limited to) newspapers, newsletters,
catalogs, handbooks, brochures, bulletins, and the Millikin University website. I further understand and agree that this Publicity Consent shall remain in full force and effect unless
canceled in writing and in reasonable advance of any said publications. I am an adult, 18 years of age or older, and mentally competent.
I HAVE FULLY READ THE FOREGOING “PUBLICITY CONSENT”. I FULLY UNDERSTAND ITS CONTENTS. I AM VOLUNTARILY SIGNING THIS “PUBLICITY CONSENT” AS MY FREE AND
VOLUNTARY ACT.
Dated this ___________ day of ______________________________________, 20_______
Signature: __________________________________________________ Initials: ________
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Faculty may utilize examples of student course work for academic purposes such as accreditation artifact
or for program development and evaluation. Individual faculty members may also use these assignments as pedagogical examples when developing promotion, tenure, or other educational portfolios.
I, _________________________________________, hereby give consent to the School of Education
faculty to use materials I have created for academic purposes.
________________________________________________ ____________________________________ Student Signature Date
58
Millikin University School of Education
School of Education Undergraduate Student Handbook Receipt of Student Handbook
I have received a copy of the School of Education Undergraduate Student Handbook 2016-2017
and will be responsible for becoming familiar with its contents.
______________________________________________________
Name (Printed)
______________________________________________________ ___________________
Student Signature Date
Publicity Consent
I, ________________________________________, hereby consent to the use, publication, broadcast, telecast, distribution, and circulation of my name, photograph, image, and/or likeness by Millikin
University in any University-sponsored product and/or publication used for recruiting promotion,
advertising, or commercial purposes, and shall include (but not be limited to) newspapers, newsletters, catalogs, handbooks, brochures, bulletins, and the Millikin University website.
I further understand and agree that this Publicity Consent shall remain in full force and effect unless canceled in writing and in reasonable advance of any said publications.
I am an adult, 18 years of age or older, and mentally competent.
I HAVE FULLY READ THE FOREGOING “PUBLICITY CONSENT”. I FULLY UNDERSTAND ITS
CONTENTS. I AM VOLUNTARILY SIGNING THIS “PUBLICITY CONSENT” AS MY FREE AND VOLUNTARY ACT.
Dated this ___________ day of ______________________________________, 20_______
Signature: __________________________________________________ Initials: ________ ___ Faculty ___ Administration ___ Staff ___ Student ___ Alumni
Major: ____________________________________________________________________
Hometown: ________________________________________________________________
Witness: __________________________________________________________________
Use of Student-Created Materials
Faculty may utilize examples of student course work for academic purposes such as accreditation artifact or for program development and evaluation. Individual faculty members may also use these assignments
as pedagogical examples when developing promotion, tenure, or other educational portfolios.
I, _________________________________________, hereby give consent to the School of Education
faculty to use materials I have created for academic purposes.
________________________________________________ ____________________________________
Student Signature Date
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